Storybook Activities created by Sarah Lichtie
ED 401 Fall 2010
Reading Strategies
A- Anticipation
1A). Picture Walk (Comprehension)
(A.4.1) Use Effective Reading Strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning.)
Personalize a slideshow design
This picture walk activity is designed to do before reading. Students will look at the pictures sequentially and make prediction about the reading using the Web 2.0 tool SmileBox. During this activity, every student will be given the opportunity to voice their individual thoughts and opinions. This activity will ultimately offer students insight as to what the book might be about while letting students get creative.
Questions to Ask:
1. What do you think this story is about? Why?
2. Who are the main characters?
3. What are they doing or trying to achieve?
2A). Story Introduction (Comprehension)
(C.4.3) Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly)
In this activity students will get a brief introduction of the book from Mrs. Frizzle. The Web 2.0 tool Blabberizeget students thinking about plants, past experiences, and is engaging. This activity can be used in the classroom for any activities to create a discussion.
3A). Vocabulary Quiz (Vocabulary)
(D.4.1) Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly, Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.)
This activity can introduce and familiarize students with vocabulary words in The Magic School Bus: Plants Seeds book. This vocabulary quiz can be created using the Web 2.0 tool My Studiyo. Through the completion of this quiz, students can build vocabulary words like: mean, suddenly, excellent, nervous, perfect, calm, sprout, and rush. This activity could be completed individually, in groups, or with the class as a whole. Before defining each word student should write down or draw a picture of what they believe the word means. Once they learn the correct definition, they can compare answers or drawings. After reading the book and doing the activity students are skill struggling with a particular word you could add it to a class wordwall, individual focus words, or explore them more in depth in the dictionary.
B- Building Prior Knowledge
1B). Alliteration Voicethread (Phonics, Fluency)
(C.4.2) Listen to and comprehend oral communications. (Follow basic directions. Understand increasingly complex sentence structures. Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies.)
After reading the story students will explore the Web 2.0 tool Voicethread I have created. I have used the phrase, "Mrs. Frizzle found a beautiful flower to focus on." This sentence requires students to practice their "f" sound in the four words above. The students are asked to construct a sentence of their own using this sound. On the class computer, students will be given the opportunity to comment on the voicethread and share with each other.
2B). Parts of a Plant (Comprehension, Vocabulary, Fluency)
(D.4.1) Develop their vocabulary of words, phrases, and idioms as a means of improving communication.
(Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly)
To create this activity, use the Web 2.0 tool http://www.inspiration.com/Kidspiration. Students will fill in the blank shapes with words or phrases they have learned through the reading and additional research. To complete this worksheet students may work with partners or individually. You may create a work bank to give students a hint as to what words may fit in the blanks. An additional activity to test students understanding might be a quiz on the terms and definitions.
3B). Literature Circles (Comprehension)
(A.4.4) Read to acquire information. ( Summarize key details of informational texts, connecting new information to prior knowledge, Identify a topic of interest then seek information by investigating available text resources) C.4.3 Participate effectively in discussion.(Volunteer relevant information, ask relevant questions, and answer questions directly)
Students will be divided into a few small groups and should take turns reading the story. After students finish the reading they should go back and review the text while completing a short worksheet about the book. Questions will range from simple comprehension questions to summarizing, identifying, and making predictions.
C- Consolidation
1C). Plant Report (Comprehension, Vocabulary)
(B.4.1) Create or produce writing to communicate with different audiences for a variety of purposes.
(D.4.1) Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly)
In this activity students will take what they've learned in the reading and apply it. Ask students why they thought the purple flower was so special to Phoebe. Have them chose a plant or flower of interest or significance to them. Using the Web 2.0 tool Fodey have them create a newspaper report. This report should include a brief history, characteristics, and special use. Throughout the process students will research, write a rough draft, edit, and peer edit. Students will be graded on their structure, grammar, content, and references.
2C). Creating an illustration (Comprehension)
(A.4.1) Use effective reading strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning.Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficult.)
In this activity students will create an illustration using the Web 2.0 tool www.kerpoof.comThey will chose to illustrate a clip that they felt was important and write a short paragraph that sums up what they designed. Students will then share with the class or a partner the scene they created (Username: Slich24 Password: Marie12)
C3).Library of Books (Comprehension, Vocabulary, Fluency, Phonics)
(A.4.2) Read, interpret, and critically analyze literature. (Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience.)
For the final activity students will explore the Web 2.0 tool http://www.shelfari.com/. On the book shelf are books about plants and by the Magic School Bus author Joanna Cole. Students will read a few books from the shelf that are assigned and of choice. The class will read through their books and share with a partner. Student should discuss similarities and differences of their books and The Magic School Bus Plants Seeds book. An additional activity would be to have students make a Venn Diagram to visual show the similarities and differences in each book.
Assessment of Student Learning
Students will be assessed on this 2 week lesson formally and informally. The assessment will be based on participation, completion, and quality of responses. To earn a exceptional grade students should complete all activities, participate in classroom discussions, and respond with in depth answers that show a high level of understanding of the reading.
*Activities such as: Picture Walk, Story Introduction, Literature Circles, Creating an Illustration, and Library of Books students will assessed mainly on participation. These activities require students to share opinions, contribution to discussion, and respond to classmates. If students show they are engaged in the activities by participating and showing an admirable amount of effort they will earn an exceptional grade.
*Activities such as: Vocabulary Quiz, Alliteration Voicethread, Parts of a Plant, and Plant Report students will be assessed mainly on quality of answers. These activities require students to complete with thoughtfulness and apply the knowledge they have learned from the reading. If students show an admirable amount of effort, originality, understanding, and explanation of the topic they will earn an exceptional grade.
The Magic School Bus: Plants Seeds
Joanna Cole
Storybook Activities created by Sarah Lichtie
ED 401 Fall 2010
Reading Strategies
A- Anticipation
1A). Picture Walk (Comprehension)
(A.4.1) Use Effective Reading Strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning.)
This picture walk activity is designed to do before reading. Students will look at the pictures sequentially and make prediction about the reading using the Web 2.0 tool SmileBox. During this activity, every student will be given the opportunity to voice their individual thoughts and opinions. This activity will ultimately offer students insight as to what the book might be about while letting students get creative.
Questions to Ask:
1. What do you think this story is about? Why?
2. Who are the main characters?
3. What are they doing or trying to achieve?
2A). Story Introduction (Comprehension)
(C.4.3) Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly)
In this activity students will get a brief introduction of the book from Mrs. Frizzle. The Web 2.0 tool Blabberize get students thinking about plants, past experiences, and is engaging. This activity can be used in the classroom for any activities to create a discussion.
3A). Vocabulary Quiz (Vocabulary)
(D.4.1) Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly, Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.)
This activity can introduce and familiarize students with vocabulary words in The Magic School Bus: Plants Seeds book. This vocabulary quiz can be created using the Web 2.0 tool My Studiyo. Through the completion of this quiz, students can build vocabulary words like: mean, suddenly, excellent, nervous, perfect, calm, sprout, and rush. This activity could be completed individually, in groups, or with the class as a whole. Before defining each word student should write down or draw a picture of what they believe the word means. Once they learn the correct definition, they can compare answers or drawings. After reading the book and doing the activity students are skill struggling with a particular word you could add it to a class wordwall, individual focus words, or explore them more in depth in the dictionary.
B- Building Prior Knowledge
1B). Alliteration Voicethread (Phonics, Fluency)
(C.4.2) Listen to and comprehend oral communications. (Follow basic directions. Understand increasingly complex sentence structures. Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies.)
After reading the story students will explore the Web 2.0 tool Voicethread I have created. I have used the phrase, "Mrs. Frizzle found a beautiful flower to focus on." This sentence requires students to practice their "f" sound in the four words above. The students are asked to construct a sentence of their own using this sound. On the class computer, students will be given the opportunity to comment on the voicethread and share with each other.
2B). Parts of a Plant (Comprehension, Vocabulary, Fluency)
(D.4.1) Develop their vocabulary of words, phrases, and idioms as a means of improving communication.
(Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly)
To create this activity, use the Web 2.0 tool http://www.inspiration.com/Kidspiration. Students will fill in the blank shapes with words or phrases they have learned through the reading and additional research. To complete this worksheet students may work with partners or individually. You may create a work bank to give students a hint as to what words may fit in the blanks. An additional activity to test students understanding might be a quiz on the terms and definitions.
3B). Literature Circles (Comprehension)
(A.4.4) Read to acquire information. ( Summarize key details of informational texts, connecting new information to prior knowledge, Identify a topic of interest then seek information by investigating available text resources) C.4.3 Participate effectively in discussion.(Volunteer relevant information, ask relevant questions, and answer questions directly)
Students will be divided into a few small groups and should take turns reading the story. After students finish the reading they should go back and review the text while completing a short worksheet about the book. Questions will range from simple comprehension questions to summarizing, identifying, and making predictions.
C- Consolidation
1C). Plant Report (Comprehension, Vocabulary)
(B.4.1) Create or produce writing to communicate with different audiences for a variety of purposes.
(D.4.1) Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly)
In this activity students will take what they've learned in the reading and apply it. Ask students why they thought the purple flower was so special to Phoebe. Have them chose a plant or flower of interest or significance to them. Using the Web 2.0 tool Fodey have them create a newspaper report. This report should include a brief history, characteristics, and special use. Throughout the process students will research, write a rough draft, edit, and peer edit. Students will be graded on their structure, grammar, content, and references.
2C). Creating an illustration (Comprehension)
(A.4.1) Use effective reading strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning.Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficult.)
In this activity students will create an illustration using the Web 2.0 tool www.kerpoof.com They will chose to illustrate a clip that they felt was important and write a short paragraph that sums up what they designed. Students will then share with the class or a partner the scene they created (Username: Slich24 Password: Marie12)
C3). Library of Books (Comprehension, Vocabulary, Fluency, Phonics)
(A.4.2) Read, interpret, and critically analyze literature. (Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience.)
For the final activity students will explore the Web 2.0 tool http://www.shelfari.com/. On the book shelf are books about plants and by the Magic School Bus author Joanna Cole. Students will read a few books from the shelf that are assigned and of choice. The class will read through their books and share with a partner. Student should discuss similarities and differences of their books and The Magic School Bus Plants Seeds book. An additional activity would be to have students make a Venn Diagram to visual show the similarities and differences in each book.
Assessment of Student Learning
Students will be assessed on this 2 week lesson formally and informally. The assessment will be based on participation, completion, and quality of responses. To earn a exceptional grade students should complete all activities, participate in classroom discussions, and respond with in depth answers that show a high level of understanding of the reading.
*Activities such as: Picture Walk, Story Introduction, Literature Circles, Creating an Illustration, and Library of Books students will assessed mainly on participation. These activities require students to share opinions, contribution to discussion, and respond to classmates. If students show they are engaged in the activities by participating and showing an admirable amount of effort they will earn an exceptional grade.
*Activities such as: Vocabulary Quiz, Alliteration Voicethread, Parts of a Plant, and Plant Report students will be assessed mainly on quality of answers. These activities require students to complete with thoughtfulness and apply the knowledge they have learned from the reading. If students show an admirable amount of effort, originality, understanding, and explanation of the topic they will earn an exceptional grade.